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Abstract Title: Reliability and Validity of an Introductory Physics Problem-Solving Grading Rubric
Abstract Type: Contributed Poster Presentation
Abstract: We have developed and validated a rubric for the assessment and scaffolding of problem-solving process in introductory physics courses via an iterative approach. The current version of the rubric consists of eight criteria based on research in expert-like problem solving practice and aspects of Cooperative Group Problem Solving (CGPS) pedagogy. In contrast to recent work on problem-solving assessment for use in research and curriculum development, this rubric was specifically designed for instructor use in the assignment of grades and for student use as a scaffold. The rubric was used to score N=166 student solutions to 6 problems covering content in introductory mechanics. Inter-rater and re-rater reliability was high for undergraduate Learning Assistant raters receiving only moderate training (approximately 4 hours). Exploratory factor analysis identified two factors that have been categorized as: (1) framing & defining, and (2) planning & execution. These factors align with our initial theory of the construct, suggesting evidence for criterion-related validity. Tau-equivalent reliability was found to be 0.76, and an item-total correlations test demonstrated all criteria correlations consistent with averaged behavior
Session Time: Poster Session 1
Poster Number: I-26
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Christopher Moore
University of Nebraska Omaha
Omaha, NE 68182
Phone: 402-554-5981
and Co-Presenter(s)
Kristen Rodenhausen, University of Nebraska Omaha

Contributed Poster

Contributed Poster: Download the Contributed Poster